Asian Journal of Advanced Research and Reports

This classroom-based action research investigated changes in English oral reading fluency, word-decoding accuracy and reading confidence following phonemic awareness instruction among Class II learners in a Bhutanese primary school. An intact class of 16 students, comprising five boys and eleven girls, participated in a five-week intervention. Daily instructional activities combined Systematic Synthetic Phonics, with an emphasis on phoneme blending and segmentation, with Echo Reading, Paired Reading and Choral Reading. A mixed-methods approach was used. Quantitative data were obtained from pre- and post-intervention assessments using the DIBELS 8th Edition Oral Reading Fluency measures of words correct per minute and reading accuracy. Qualitative data were drawn from weekly teacher observation checklists and field notes. The proportion of students meeting the reading-accuracy benchmark of at least 92% increased from 43.8% to 50.0%, while the proportion classified as At Risk for accuracy decreased from 43.8% to 25.0%. The proportion meeting the reading-rate benchmark of at least 49 words correct per minute increased from 37.5% to 43.8%. Classroom observations indicated greater willingness to participate, reduced reliance on guessing unfamiliar words and increasing independence in applying blending strategies. More proficient readers also supported their peers during group activities. These findings suggest modest improvements in measured reading outcomes alongside positive changes in classroom reading behaviours, although further practice may be needed to develop reading automaticity.